You need not document every minute you spend with students, but the major instructional components of your program should be described here. Include:
Library Curriculum strand addressed (F U S E) Please note the Library Curriculum is in DRAFT form as of Jan 2010.
OCG: unit or lesson (content/subject or library) documented in the OCG?
Grade level of the students
Description of the instructional activities
Method(s) of assessment and results of assessment(s)
Reflection: How did it go? What will you change next time?
Second Semester Sixth Grade Lessons World Religions Research Project · Library Curriculum strand addressed (F U S E): Find, Use and Share Find Identify and locate, with assistance, relevant sources to meet information need. 2Ba Evaluate information for relevance in relationship to the topic. 2Eb.1 Evaluate accuracy of information by determining whether it contradicts or verifies other sources. 2E c.3 Revise or clarify, with assistance, focus questions and or key words as information is gathered. 2Cc Locate, with assistance information sources using appropriate organizational tools based on the information needed. 2Dc Select and use the navigational features of print and digital sources using critical thinking skills. 2Aa Use Construct new knowledge based on information gathered from a variety of sources including collaboration. 1Aa Organize information so that it is useful. 1Ca Use technology tools to organize new information 1Cb Evaluate whether information need was met. 1Ba Share Cite different types of sources using appropriate citation format. 2Aa Follow school district policies and other regulations while accessing and using sources, including print and digital. 2Ab
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
Grade level of the students: Sixth Grade,Social Studies
Description of the instructional activities: Students researched a world religion and cited sources. Students then organized information into webs using the online application Webspiration. I was responsible for teaching students how to locate information about their world religion through books, databases and encyclopedias. I also instructed students in the use of Webspiration.
Method(s) of assessment and results of assessment(s): Students recorded data found on the project sheet, teacher and librarian made comments to students through Webspiration, and final overall project was evaluated by a teacher created rubric.
Reflection: How did it go? What will you change next time? This was a multi-faceted project that included research, organization of information using a Web 2.0 technology, Webspiration. All the students were actively engaged in the project because every student in each group could contribute to the Webspiration graphic organizer at the same time and were held accountable for their contributions. The students also liked the ability to chat online through Webspiration. The teacher and I liked this feature too, because it allowed us to be able to communicate with students outside the confines of the classroom.
· January 2010
ABC Book - Africa Research Project · Library Curriculum strand addressed (F U S E): Find, Use and Share Find Identify and locate, with assistance, relevant sources to meet information need. (F2B6a) Generate key words to investigate a topic (F2C3-8b) Identify and use resources in various formats to find information (F2D6-12a) Revise or clarify, with assistance, focus questions and or key words as information is gathered (2Cc) Locate, with assistance information sources using appropriate organizational tools based on the information needed. (2Dc) Select and use the navigational features of print and digital sources using critical thinking skills. (2Aa) Locate relevant information from a selected source with assistance. (3Ab) Use Construct new knowledge based on information gathered from a variety of sources including collaboration (U1AK-12a) Evaluate whether the information need was met. (1Ba ) Organize information so that it is useful (U1C3-12a) Share Cite different types of sources using appropriate citation format. (2Aa)
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
Grade level of the students: Sixth Grade,Social Studies
Description of the instructional activities: In pairs students create an ABC book on Africa. Students first wrote key words that relate to Africa, then they used Culturgrams, World Book and books to find information about their keywords. Students then organized and created an Africa ABC book to share with the class. Due to an absence of the teacher, I introduced the students to the project and taught them how to create keywords for their ABC book and to facilitate better searching. Students were reminded of the appropriate databases and how to search the index of a book for particular information.
Method(s) of assessment and results of assessment(s): Students used sheet created by teacher to form keywords and information found. Informally evaluated for appropriateness and use of resources.
Reflection: How did it go? What will you change next time? This project was more of a search write down and draw pictures. The paragraphs students wrote were less than five sentences, closer to three and not much depth. I am not sure if these were shared with the class or not. I believe this was a quick way to cover Africa at the end of the school year.
· April 2010
Website Evaluation · Library Curriculum strand addressed (F U S E): Find, Use and Share Find Evaluate the effect of the copyright date on the value of the information (F2E5-12b.3) Identify whether the information contradicts or verifies other sources (F2E5-6c.3) Evaluate a source for credibility (F2E6-12c.2) Use Evaluate whether the information need was met. (1Ba ) Share Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b)
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills
Grade level of the students: Sixth Grade,Social Studies
Description of the instructional activities: Students were taught how to evaluate web sources using REAL. Students were researching for their feature article. I taught students the REAL way to evaluate a website; Read the URL, Evaluate the Content, check the Authority of the Author, and Look at the Links. The lesson span is two class periods with direct instruction, guided practice and independent practice.
Method(s) of assessment and results of assessment(s): Students used REAL evaluation checklist to evaluate a website they were going to use for their feature article.
Reflection: How did it go? What will you change next time? Students are always fully engaged during this lesson. They are actively working and the work applies to the project for class.
· February 2010
Developing Questions · Library Curriculum strand addressed (F U S E): Find, Use and Share Find Develop questions based on prior knowledge (F2A5-8a) Generate key words to investigate a topic (F2C3-8b) Revise or clarify, with assistance, focus questions and/or key words as information is gathered (F2C3-8c) Develop questions to guide research with assistance (F2C6-9a)
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills
Grade level of the students: Sixth Grade, Communication Arts
Description of the instructional activities: Students were taught the different types of questions and how to generate questions that facilitate better research and how to form key words from good questions. This lesson was in relation to research for persuasive letters.
Method(s) of assessment and results of assessment(s): Students had a scaffolded sheet to form questions. Questions were approved by librarian and teacher.
Reflection: How did it go? What will you change next time? Questioning is one of the hardest skills for students, especially sixth graders. They tend to create questions with yes/no answers which do not encourage further research. I plan on encouraging all 6th grade teachers to come to the library for this lesson on questions and keywords.
March 2010
First Semester Sixth Grade Lessons
Orientation:
Library Curriculum strand addressed (F U S E) : Find and Enjoy
Find 2Ba: Identify and locate, with assistance, relevant sources to meet information need. 2Dc: Locate, with assistance information sources using appropriate organizational tools based on the information needed. 2Aa: Select and use the navigational features of print and digital sources using critical thinking skills. Enjoy 1Bb: Choose materials appropriate to student reading ability. 1Aa: Select books from various genres for leisure reading.
OCG: unit or lesson (content/subject or library) documented in the OCG?Library content area, Unit: Library Resources
Grade level of the students: Sixth Grade, Communication Arts
Description of the instructional activities: Students will use established procedures and norms as they learn to use the Middle School library. They will learn how to access our library catalog, the organization of the library, and location of materials. They will also learn how to find solutions to problems they encounter in the library. Students were also given the Student Library Handbook to share with parents.
Method(s) of assessment and results of assessment(s): Informal question and answer assessment
Reflection: How did it go? What will you change next time? I feel that orientation is always forced. The students are anxious to get to the library and check out books, but aren't always into learning the procedures. I also feel that the teachers feel that way too. At the beginning of the school year they are not really wanting to take a day to spend in the library. I have done scavenger hunts and other games during orientation in the past. I would like to do that again, but would need to two days for it truly to be successful. I don't discuss the uses or how to use the databases at orientation, I leave that for actually class application.
August 2009
Award Book Talk and Incentive Information:
Library Curriculum strand addressed (F U S E): Find and Enjoy
Find 2Aa: Select and use the navigational features of print and digital sources using critical thinking skills. Enjoy 1Aa: Select books from various genres for leisure reading.
OCG: unit or lesson (content/subject or library) documented in the OCG? Library Content Area, Literature Appreciation
Grade level of the students: Sixth Grade,Communciation Arts
Description of the instructional activities: Students learned about the Southwest Middle MO Reader's Award Nominee reading incentive program. Reading the 09-10.pdf
They were shown where to access the Quia quizzes for all the nominees. I book talked several books and students watched the MASL view of the nominees.
Method(s) of assessment and results of assessment(s): No assessment given
Reflection: How did it go? What will you change next time? The book talk and video are always a hit and I have many students participate in the reading of the nominees. I wish I could give every student a nominee to read, because students are so excited to read them and I often need to ration them so several students in every CA class get a chance at checking one out.
August 2009
State, Province, and Territory Research Project
Library Curriculum strand addressed (F U S E): Find, Use and Share
Find 2Ba Identify and locate, with assistance, relevant sources to meet information need 2Cb Generate key words to investigate a topic. 2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered. 2Dc Locate, with assistance information sources using appropriate organizational tools based on the information needed. 2Aa Select and use the navigational features of print and digital sources using critical thinking skills. 3Ab Locate relevant information from a selected source with assistance. Use 1Ba Evaluate whether the information need was met. Share 2Aa Cite different types of sources using appropriate citation format.
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
Grade level of the students: Sixth Grade,Social Studies
Description of the instructional activities: Students were introduced to the PANDA databases that are applicable to this project. (CultureGrams, Discovering Collection, Maps101, and Worldbook Online). This was the students first project using the PANDA databases. States and Provinces.pdf
Method(s) of assessment and results of assessment(s): Students recorded data found on the Fact and Source Note page.
Reflection: How did it go? What will you change next time? For a first project this went well. I have been working with this teacher to move away from the "bird unit." We are collaborating on a project to take place in January that is a bit more inquiry based.
September 2009
South American Country Research Project:
Library Curriculum strand addressed (F U S E): Find, Use and Share Find 2Ba Identify and locate, with assistance, relevant sources to meet information need 2Cb Generate key words to investigate a topic. 2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered. 2Dc Locate, with assistance information sources using appropriate organizational tools based on the information needed. 2Aa Select and use the navigational features of print and digital sources using critical thinking skills. 3Ab Locate relevant information from a selected source with assistance. Use 1Ba Evaluate whether the information need was met. Share 2Aa Cite different types of sources using appropriate citation format.
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
Grade level of the students: Sixth Grade,Social Studies
Description of the instructional activities: Students were introduced to the PANDA databases that are applicable to this project. (CultureGrams, Discovering Collection, Maps101, and Worldbook Online). This was the students first project using the PANDA databases.
Method(s) of assessment and results of assessment(s): No assessment.
Reflection: How did it go? What will you change next time? For a first project this went well. Students created postcards about their chosen SA country. Again, a "bird unit." I have spoken with the LIt. Coach to about how we can move away from this type of country research. We will be working during the second trimester to build in inquiry.
November 2009
Feature Article:
Library Curriculum strand addressed (F U S E): Find, Use and Share
Find 1Aa Select a topic of interest for research. 2Ba Identify and locate, with assistance, relevant sources to meet information met. 2Cb Generate key words to investigate a topic. 2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered. 2Ca Develop questions to guide research with assistance. 2Dc Locate, with assistance, information sources using appropriate organizational tools based on the information need. 2Dd Explain, with assistance, whether a primary or secondary source is the best choice for the information needed. 2Eb.3 Evaluate the effect o the copyright date on the value of the information. 2E b.1 Evaluate information for relevance in relationship to the topic. 2E c.2 Evaluate a source for credibility. 2Aa Select and use the navigational features of print and digital sources using critical thinking skills. 3Ab Locate relevant information for a selected resource with assistance. 3Ac Record relevant information from a resource Use 1Ba Evaluate whether the information need was met. 2Da Make connections between real lfe and information gathered through research. Share 2Aa Cite different types of sources using appropriate citation format. 2Ab Apply the concepts of intellectual property.
OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills and Techology LIteracy
Grade level of the students: Sixth Grade,Communication Arts (2 days)
Description of the instructional activities: Prior to students research of their chosen Feature Article topic, they learned how to evaluate a website based on Alan November's method, REAL. I began with teaching the REAL steps using the attached PPT. //evaluating-information[6th].ppt// Students took notes on their REAL note sheet. //evaluatewreal6th.doc// They were then introduced to the REAL checklist I created. They were told to be detectives, collect data, and evaluate that data to conclude whether or not the website was reliable. We began by doing one website together (www.AllAboutExplorers.com). We discussed each item on the checklist and determined the reliability of the site. //REALchecklist.doc//On the next day, students could chose a site from a list of eight I compliled. They were allowed to work together to evaluate the site. Once determining is reliability, they share their findings with the rest of the class. Students were then asked to fill out a checklist on a website they used for their feature article research topic.
Method(s) of assessment and results of assessment(s): Presentation of findings to the class.
Reflection: How did it go? What will you change next time? Students love this activity and are attentive the whole time. They are facinated by the unreliablity of Wikipedia and that it can be changed by anyone. I would like to follow up and collect the website evaluation of the sites they actually use for their feature article and evaluate their work cited page.
December 2009
Units Supported, No Instruction Genres - Books pulled
Cave for Rent - Books pulled
NonFiction - Orientation of location
Blog Creation - Caltagirone, Ott, Brauss
Instruction with students
You need not document every minute you spend with students, but the major instructional components of your program should be described here. Include:
Second Semester Sixth Grade Lessons
World Religions Research Project
· Library Curriculum strand addressed (F U S E): Find, Use and Share
Find
Identify and locate, with assistance, relevant sources to meet information need. 2Ba
Evaluate information for relevance in relationship to the topic. 2Eb.1
Evaluate accuracy of information by determining whether it contradicts or verifies other sources. 2E c.3
Revise or clarify, with assistance, focus questions and or key words as information is gathered. 2Cc
Locate, with assistance information sources using appropriate organizational tools based on the information needed. 2Dc
Select and use the navigational features of print and digital sources using critical thinking skills. 2Aa
Use
Construct new knowledge based on information gathered from a variety of sources including collaboration. 1Aa
Organize information so that it is useful. 1Ca
Use technology tools to organize new information 1Cb
Evaluate whether information need was met. 1Ba
Share
Cite different types of sources using appropriate citation format. 2Aa
Follow school district policies and other regulations while accessing and using sources, including print and digital. 2Ab
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Sixth Grade, Social Studies
- Description of the instructional activities: Students researched a world religion and cited sources. Students then organized information into webs using the online application Webspiration. I was responsible for teaching students how to locate information about their world religion through books, databases and encyclopedias. I also instructed students in the use of Webspiration.
- Method(s) of assessment and results of assessment(s): Students recorded data found on the project sheet, teacher and librarian made comments to students through Webspiration, and final overall project was evaluated by a teacher created rubric.
- Reflection: How did it go? What will you change next time? This was a multi-faceted project that included research, organization of information using a Web 2.0 technology, Webspiration. All the students were actively engaged in the project because every student in each group could contribute to the Webspiration graphic organizer at the same time and were held accountable for their contributions. The students also liked the ability to chat online through Webspiration. The teacher and I liked this feature too, because it allowed us to be able to communicate with students outside the confines of the classroom.
· January 2010ABC Book - Africa Research Project
· Library Curriculum strand addressed (F U S E): Find, Use and Share
Find
Identify and locate, with assistance, relevant sources to meet information need. (F2B6a)
Generate key words to investigate a topic (F2C3-8b)
Identify and use resources in various formats to find information (F2D6-12a)
Revise or clarify, with assistance, focus questions and or key words as information is gathered (2Cc)
Locate, with assistance information sources using appropriate organizational tools based on the information needed. (2Dc)
Select and use the navigational features of print and digital sources using critical thinking skills. (2Aa)
Locate relevant information from a selected source with assistance. (3Ab)
Use
Construct new knowledge based on information gathered from a variety of sources including collaboration (U1AK-12a)
Evaluate whether the information need was met. (1Ba )
Organize information so that it is useful (U1C3-12a)
Share
Cite different types of sources using appropriate citation format. (2Aa)
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Sixth Grade, Social Studies
- Description of the instructional activities: In pairs students create an ABC book on Africa. Students first wrote key words that relate to Africa, then they used Culturgrams, World Book and books to find information about their keywords. Students then organized and created an Africa ABC book to share with the class. Due to an absence of the teacher, I introduced the students to the project and taught them how to create keywords for their ABC book and to facilitate better searching. Students were reminded of the appropriate databases and how to search the index of a book for particular information.
- Method(s) of assessment and results of assessment(s): Students used sheet created by teacher to form keywords and information found. Informally evaluated for appropriateness and use of resources.
- Reflection: How did it go? What will you change next time? This project was more of a search write down and draw pictures. The paragraphs students wrote were less than five sentences, closer to three and not much depth. I am not sure if these were shared with the class or not. I believe this was a quick way to cover Africa at the end of the school year.
· April 2010Website Evaluation
· Library Curriculum strand addressed (F U S E): Find, Use and Share
Find
Evaluate the effect of the copyright date on the value of the information (F2E5-12b.3)
Identify whether the information contradicts or verifies other sources (F2E5-6c.3)
Evaluate a source for credibility (F2E6-12c.2)
Use
Evaluate whether the information need was met. (1Ba )
Share
Follow school district policies and other regulations while accessing and using sources, including print and digital (S2A3-12b)
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills
- Grade level of the students: Sixth Grade, Social Studies
- Description of the instructional activities: Students were taught how to evaluate web sources using REAL. Students were researching for their feature article. I taught students the REAL way to evaluate a website; Read the URL, Evaluate the Content, check the Authority of the Author, and Look at the Links. The lesson span is two class periods with direct instruction, guided practice and independent practice.
- Method(s) of assessment and results of assessment(s): Students used REAL evaluation checklist to evaluate a website they were going to use for their feature article.
- Reflection: How did it go? What will you change next time? Students are always fully engaged during this lesson. They are actively working and the work applies to the project for class.
· February 2010Developing Questions
· Library Curriculum strand addressed (F U S E): Find, Use and Share
Find
Develop questions based on prior knowledge (F2A5-8a)
Generate key words to investigate a topic (F2C3-8b)
Revise or clarify, with assistance, focus questions and/or key words as information is gathered (F2C3-8c)
Develop questions to guide research with assistance (F2C6-9a)
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills
- Grade level of the students: Sixth Grade, Communication Arts
- Description of the instructional activities: Students were taught the different types of questions and how to generate questions that facilitate better research and how to form key words from good questions. This lesson was in relation to research for persuasive letters.
- Method(s) of assessment and results of assessment(s): Students had a scaffolded sheet to form questions. Questions were approved by librarian and teacher.
- Reflection: How did it go? What will you change next time? Questioning is one of the hardest skills for students, especially sixth graders. They tend to create questions with yes/no answers which do not encourage further research. I plan on encouraging all 6th grade teachers to come to the library for this lesson on questions and keywords.
March 2010First Semester Sixth Grade Lessons
Orientation:- Library Curriculum strand addressed (F U S E) : Find and Enjoy
Find2Ba: Identify and locate, with assistance, relevant sources to meet information need.
2Dc: Locate, with assistance information sources using appropriate organizational tools based on the information needed.
2Aa: Select and use the navigational features of print and digital sources using critical thinking skills.
Enjoy
1Bb: Choose materials appropriate to student reading ability.
1Aa: Select books from various genres for leisure reading.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library content area, Unit: Library Resources
- Grade level of the students: Sixth Grade, Communication Arts
- Description of the instructional activities: Students will use established procedures and norms as they learn to use the Middle School library. They will learn how to access our library catalog, the organization of the library, and location of materials. They will also learn how to find solutions to problems they encounter in the library. Students were also given the Student Library Handbook to share with parents.
SWMLibraryGuidePostl.pdf- Method(s) of assessment and results of assessment(s): Informal question and answer assessment
- Reflection: How did it go? What will you change next time? I feel that orientation is always forced. The students are anxious to get to the library and check out books, but aren't always into learning the procedures. I also feel that the teachers feel that way too. At the beginning of the school year they are not really wanting to take a day to spend in the library. I have done scavenger hunts and other games during orientation in the past. I would like to do that again, but would need to two days for it truly to be successful. I don't discuss the uses or how to use the databases at orientation, I leave that for actually class application.
August 2009Award Book Talk and Incentive Information:
- Library Curriculum strand addressed (F U S E): Find and Enjoy
Find2Aa: Select and use the navigational features of print and digital sources using critical thinking skills.
Enjoy
1Aa: Select books from various genres for leisure reading.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library Content Area, Literature Appreciation
- Grade level of the students: Sixth Grade, Communciation Arts
- Description of the instructional activities: Students learned about the Southwest Middle MO Reader's Award Nominee reading incentive program. Reading the 09-10.pdf
They were shown where to access the Quia quizzes for all the nominees. I book talked several books and students watched the MASL view of the nominees.State, Province, and Territory Research Project
- Library Curriculum strand addressed (F U S E): Find, Use and Share
Find2Ba Identify and locate, with assistance, relevant sources to meet information need
2Cb Generate key words to investigate a topic.
2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered.
2Dc Locate, with assistance information sources using appropriate organizational tools based on the information needed.
2Aa Select and use the navigational features of print and digital sources using critical thinking skills.
3Ab Locate relevant information from a selected source with assistance.
Use
1Ba Evaluate whether the information need was met.
Share
2Aa Cite different types of sources using appropriate citation format.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Sixth Grade, Social Studies
- Description of the instructional activities: Students were introduced to the PANDA databases that are applicable to this project. (CultureGrams, Discovering Collection, Maps101, and Worldbook Online). This was the students first project using the PANDA databases. States and Provinces.pdf
- Method(s) of assessment and results of assessment(s): Students recorded data found on the Fact and Source Note page.
- Reflection: How did it go? What will you change next time? For a first project this went well. I have been working with this teacher to move away from the "bird unit." We are collaborating on a project to take place in January that is a bit more inquiry based.
September 2009South American Country Research Project:
Library Curriculum strand addressed (F U S E): Find, Use and ShareFind
2Ba Identify and locate, with assistance, relevant sources to meet information need
2Cb Generate key words to investigate a topic.
2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered.
2Dc Locate, with assistance information sources using appropriate organizational tools based on the information needed.
2Aa Select and use the navigational features of print and digital sources using critical thinking skills.
3Ab Locate relevant information from a selected source with assistance.
Use
1Ba Evaluate whether the information need was met.
Share
2Aa Cite different types of sources using appropriate citation format.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Social Studies, Research Skills
- Grade level of the students: Sixth Grade, Social Studies
- Description of the instructional activities: Students were introduced to the PANDA databases that are applicable to this project. (CultureGrams, Discovering Collection, Maps101, and Worldbook Online). This was the students first project using the PANDA databases.
- Method(s) of assessment and results of assessment(s): No assessment.
- Reflection: How did it go? What will you change next time? For a first project this went well. Students created postcards about their chosen SA country. Again, a "bird unit." I have spoken with the LIt. Coach to about how we can move away from this type of country research. We will be working during the second trimester to build in inquiry.
November 2009Feature Article:
- Library Curriculum strand addressed (F U S E): Find, Use and Share
Find1Aa Select a topic of interest for research.
2Ba Identify and locate, with assistance, relevant sources to meet information met.
2Cb Generate key words to investigate a topic.
2Cc Revise or clarify, with assistance, focus questions and or key words as information is gathered.
2Ca Develop questions to guide research with assistance.
2Dc Locate, with assistance, information sources using appropriate organizational tools based on the information need.
2Dd Explain, with assistance, whether a primary or secondary source is the best choice for the information needed.
2Eb.3 Evaluate the effect o the copyright date on the value of the information.
2E b.1 Evaluate information for relevance in relationship to the topic.
2E c.2 Evaluate a source for credibility.
2Aa Select and use the navigational features of print and digital sources using critical thinking skills.
3Ab Locate relevant information for a selected resource with assistance.
3Ac Record relevant information from a resource
Use
1Ba Evaluate whether the information need was met.
2Da Make connections between real lfe and information gathered through research.
Share
2Aa Cite different types of sources using appropriate citation format.
2Ab Apply the concepts of intellectual property.
- OCG: unit or lesson (content/subject or library) documented in the OCG? Library and Communication Arts, Research Skills and Techology LIteracy
- Grade level of the students: Sixth Grade, Communication Arts (2 days)
- Description of the instructional activities: Prior to students research of their chosen Feature Article topic, they learned how to evaluate a website based on Alan November's method, REAL. I began with teaching the REAL steps using the attached PPT. //evaluating-information[6th].ppt// Students took notes on their REAL note sheet. //evaluatewreal6th.doc// They were then introduced to the REAL checklist I created. They were told to be detectives, collect data, and evaluate that data to conclude whether or not the website was reliable. We began by doing one website together (www.AllAboutExplorers.com). We discussed each item on the checklist and determined the reliability of the site. //REALchecklist.doc// On the next day, students could chose a site from a list of eight I compliled. They were allowed to work together to evaluate the site. Once determining is reliability, they share their findings with the rest of the class. Students were then asked to fill out a checklist on a website they used for their feature article research topic.
- Method(s) of assessment and results of assessment(s): Presentation of findings to the class.
- Reflection: How did it go? What will you change next time? Students love this activity and are attentive the whole time. They are facinated by the unreliablity of Wikipedia and that it can be changed by anyone. I would like to follow up and collect the website evaluation of the sites they actually use for their feature article and evaluate their work cited page.
December 2009Units Supported, No Instruction
Genres - Books pulled
Cave for Rent - Books pulled
NonFiction - Orientation of location
Blog Creation - Caltagirone, Ott, Brauss